1. The observer must find the classroom by asking the administrator assistant of where the classroom is at. 2. The observer must then head to the classroom, introducing his name to the class, what he’ll be doing and to sign in the time observations hour tracking sheet. 3. The observer will then take down some notes of what he saw what they’re doing in the classroom. …show more content…
• The child being observed respects the observer in the classroom. 7. Academic Strengths and Limitations: • The child being observed can write a simple sentence (ex- “The man is big.”) without assistance. • The child being observed can read all the sight words in the board well. • The child being observed has some difficulties understanding basic geometric figures in the math center of where they belong. • The child being observed has some difficulties understanding some reading comprehension questions while reading a short story. 8. Child’s Relative Stronger and Weaker Multiple Intelligences: • The child being observed based on Gardner’s intelligences seems to be an intrapersonal learner because he chooses to work independently instead of working with others, understands his strengths and weakness in class, expresses what he’s feeling today and to be confident in themselves. • The child being observed based on Gardner’s intelligences seems to also be an interpersonal learner because he enjoys interacting with his friends, he can give a good advice if someone is struggling, he loves to play games his games with his peers and has a lot of friends in